Selective Mutism Paper

The DSM-V for Selective Mutism is 313.23. The specifiers that led to the SAD diagnosis includes, excessive distress when anticipating or experiencing separation from home or a parent, persistent and excessive worry about something bad happening to her mom while she is away, persistent reluctance to leave home to go to school, persistent reluctance or refusal to sleep away from her parents at a friend’s house and repeated complaints about a stomach ache when she anticipates separation from her parents. The specifiers related to the selective mutism include failure to speak in school when there is an expected response, disturbance interferes with her education and ability to learn and communicate in school, the disturbances have gone on for approximately three months, her failure to speak is

Research is continually being conducted everyday with this common disorder. Many parents main concerns is the use of medication to treat their child. Many doctors nowadays show the parents the current research of studies being done and their effectiveness as well as providing papers for families for their willingness to participate in ongoing studies to better help understand their childs disorder and the best way to treat it ( Görtz-dorten, Breuer, Hautmann, Rothenberger, Döpfner, 2011).

The treatment requires a team work, involving therapists, teachers and family members. It is critical for the teachers to understand the nature of selective mutism, and cooperate with therapists and family members. Usually school is the most difficult place for kids with SM where they can be at risk of being bullied by other kids or in some cases, their classmates may pressure these children to interact and speak to them. Teachers should develop a warm, supportive relationship with them, and remember that the selectively mute children are not silent on purpose, but they literally cannot speak. The teachers should examine environmental factors to determine possible barriers preventing the child from talking, and should try to lessen the anxiety for the child. Visiting the child at home is a beneficial way to develop a good rapport with the kid and an efficient way to know each

The most common form of inherited mental retardation (MR) is Fragile X syndrome. The mutation of the gene completely turns off and does not produce the protein needed to make certain all other genes function properly. It is linked to other disorders. There are many characteristics connected to Fragile X. For example, neurological, physical, and psychiatric. The cognitive and behavioral attributes are more significant since they affect how the child will learn and function. Fragile X children are oversensitive to noise and the activity going on nearby. They will often throw tantrums and be aggressive (Braden, M., n.d.). Although, this syndrome does not have a cure these children may be helped with early intervention. Methods of

In order for selective mutism to be a possibility, further appraisal would need to take place. The student SLT would do a home visit and observe JM’s communication with his mum at home and interaction with his cousins to see JM’s behaviour around ‘normal’ speaking peers (Buckley, 2003). This is in order to obtain a sample of JM’s communication ability at home.

Most parents fail to recognize their child’s disorder until early kindergarten years and contribute the lack of speech prior to entering school as shyness or fear. The average age of onset for selective mutism occurs between three and five years (Beidel & Turner,

Many parents believe that they are the reason why their child acts a certain way. Researchers are unable to pin point exactly what is the cause of sensory integrated problems but are able to narrow down several possible directions such as genetic factors, premature birth, birth trauma, viruses, illnesses, drugs or alcohol during pregnancy and many more. Unable to understand their child’s behavior, parents have chosen to medicate their child to help them focus. These children may show signs of unacceptable or inappropriate behavior such as very active, inattentive, impulsive, impatient or very loud. Even though some parents may believe their child is aware and conscious of their behavior, they are not. Children are having a very difficult time focusing even if they are trying their hardest. Another approach that therapist have found helpful is sensory integration therapy. “Sensory integration therapy also known as SI therapy is a method of treating children who have problems processing sensory stimuli called sensory integration disorder.” Professionals must approach each child with a sensory integration disorder in a positive way. Therapist must challenge the students and create a setting that would allow the students to feel a sense of accomplishment. According to “Helping hyperactive kids” the feeling of success is an important first step in your child’s ability to process sensory stimuli.

There are many treatments for Selective Mutism, such as psychodynamic, family systems, and pharmacological approaches, however the most commonly used techniques are behavioral interventions (stimulus fading, contingency management, shaping, learning theory approaches, escape-avoidance, and self-modeling techniques) (Mitchell & Kratochwill, 2013). It is very important that children who begin to display signs of Selective Mutism get treated right away to avoid further impairment in their academic success and social interactions.

Consequently, this condition is shown through the child’s reluctance to speak in certain settings due to phobias of speaking and fear of people. It is usually not noticed

The article entitled, Extreme Sensory Modulation Behaviors in Toddlers With Autism Spectrum Disorders, reported findings of a study, which investigated the rates of extreme sensory modulation behaviors in toddlers on the Autistic Spectrum (Ben-Sasson, Cermak, Orsmon, Tager-Flusberg, Carter, Kadlec, & Dunn, 2007). Sensory modulation behaviors are defined as “the ability to regulate and manage one’s response to sensory input in a graded and adaptive manner”. These patterns of behavior can further be classified into the patterns of sensory sensitivity – distress or distracting from sensations; sensory avoiding – controlling or limiting types of sensations; low registration – low awareness of sensations; and sensation seeking – enjoyment in increasing

The fundamental reason for this research is to give a brief outline of the significant part of the behavior therapy for children with

Behavior therapy tends to be brief and solution-focused, concentrates on overt, observable behavioral processes and cognitions, focuses on the here and now, is committed to the scientific method, defines maladaptive behaviors as 'learned,' and uses well-defined, concrete goals (Baum, 2017). Behavior therapy is a structured process in which counselors take an active and directive approach and incorporate problem-solving strategies and self-monitoring and clients are expected to take an active role in bringing about desired changes in behavior (Baum, 2017).

Some of the measures to consider in diagnosis is that, selective mutism can disrupt educational and

All of the studies look at using person centered or Adlerian play therapy to help change childrens’ behavior, usually externalizing behavior or anxiety. “Externalizing behaviors are behaviors that interfere with the rights and dignity of other people and are typically a symptom of more significant underlying problems” (research). Many of these issues will appear first in school during class or on the playground. Some of the behaviors that might be classified as externalizing behavior might include “aggression, impulsivity, property or personal destruction, off-talk behaviors, and verbal insult” (externalizing). Addressing these behaviors is important because they not only impact the child, but the people around them. These externalizing behaviors might interrupt the mainstream classroom setting, social outings, and family situations. Many children with externalizing behaviors might be put on a 504

Ray, Bratton, Rhine, and Jones. (2001). The Effectiveness of Play Therapy: Resopnding to the Critics. International Journal of Play Therapy, 10(1), 85-108.